The lesson covers the key stage 3 UK National curriculum on Classification. The resource covers Classification based on groupings or branches. It looks into the main Kingdoms of life including plants and animals It compares invertabrates and vertabrates It looks at the key characteristics of Birds, Mammals, Reptiles, Amphibians and fish. It ends with a fun game on pupils Knowledge of animals Additionally there is some key points on how learning to learn at the end if there is time.

Types of Plants Activity Card Sort Looking for a quick, hands-on plant classification activity for your students? This low-prep sorting activity is perfect! The resource contains 24 photographs for students to classify into the 4 most common plant groups. It can be used for all parts of your 5E lessons. Use the large pictures and labels in your science center or station to have groups sort the pictures before learning about the characteristics of the divisions as an engage/explore activity. The sorting sheets can be used with the smaller pictures as notes, assignments, or assessments. There are 4 versions of the sorting sheet so you can differentiate vocabulary and categories based on the level of your students. A fun way to reinforce science concepts and vocabulary! This Resource Includes • 24 different color picture cards in 4 formats (3 different sizes, 1 with labels) o 6 Examples of Mosses (Bryophytes) o 6 Examples of Ferns (Pteridophytes) o 6 Examples of Conifers (Gymnosperms) o 6 Examples of Flowering Plants (Angiosperms) • Differentiated Sorting Sheets • Category Labels • Answer Key Other Resources You May Enjoy Land Biomes | Ecosystems | Card Sort Photosynthesis Model | Plants | Lesson Plan

An alien classification ideal for introducing classification of living things to a Year 4 class. Covers the following statement from the Year 4 Living things and their habitats in the Science curriculum: explore and use classification keys to help group, identify and name a variety of living things.

A simple introduction to classification explaining the five main vertebrate groups and their characteristics.

A great resource for classifying invertebrates and identifying the characteristics of each type.

Part of the CSI Crimescene investigation, the organisms found at the crimescene must be classified. For BTEC in Applied Science: Biology.

During my teacher training I made animal classification worksheets for a year 1/2 class. The children had to identify animals from both the Isle of Col as we were looking at Katie Morag and animals from Nottinghamshire (HOME). HA AND MA worksheet attached along with animals.

This is a Pokemon themed lesson for a low ability class. The lesson begins with a colouring exercise, where pupils put animals into groups, they should know this from primary. Pupils then watch a video in vertebrates and complete a worksheet as they watch the video. This is followed by an online quiz and then a quick quiz. Pupils then use information around the room to learn about invertebrate groups. Pupils finally play "Slap the Pokeball" or slap the board. Here the teacher can call out examples or features and two pupils at the front race to slap the correct Pokeball. The exit ticket involves pupils classifying Pokemon and explaining their decision.

This is a Pokemon themed resource about classifying plants. Pupils enter and are asked to complete a classification task of animals as a refresher from the previous lesson. Pupils then collect information about the different plant groups, a science dictionary will be needed at one of the stations for one of the tasks on the filler sheet. There is then a quiz to see if pupils can identify plants from images Pupils then are given a Pokemon and its leaf (notes on which Pokemon goes with what kind of leaf you need to provided is on the notes section of the relevant slide) and they complete the poster template. Pupils then play a quick game of taboo using the taboo cards. Finally pupils classify some plant images as an exit card.

Print outs and table to complete a gallery walk, students find information on the 5 worksheets to help them distinguish between animals, plants, fungi, prokaryotes, protoctists. Suitable for KS3 or KS4 classes. Full KS3 micro-organism lesson with gallery walk included: https://www.tes.com/teaching-resource/-12819071 Yr8 bundles: 8A - https://www.tes.com/teaching-resource/resource-12736670 8I - https://www.tes.com/teaching-resource/8a-food-and-nutrition-bundle-exploring-science-12747933 Classroom Displays: https://www.tes.com/teaching-resource/cell-biology-and-division-board-display-12581330

The attached hand-drawn doodles are all about classification. Watch a video all about my doodle notes here: https://youtu.be/0NHD1y8yqH8 Doodle notes are a visual note-taking method that improves concentration and memory through dual coding. By blending image, colour and text learners make more connections, transferring knowledge to long-term memory. They are fantastic for revision, SEN learners, disengaged learners or learners with a barrier to literacy. Attached you will have a doodle note for higher literacy learners and a doodle note for those that need support- which is cloze. There is also an example of a completed doodle note for your reference and a PowerPoint to support your lesson. The more familiar your learners are with doodle notes, the less teacher instruction is needed for them to fill them in. I hope you enjoy using these in your lessons and promise that with continued use your learners will love them too.

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with pupils being given a card sort of organisms, they will need to look at the pictures and try and decide how they would sort these organisms into groups, in other words how would they classify the organisms. Pupils will then be introduced to Linnaeus’ classification system and how this now influences the way we classify organisms, as well as explaining how modern technology can help us to group organisms. Pupils will then watch a video on classification, they will asked to think about, and write notes, on why classification is such an important process that scientists use. Now pupils are being introduced to the order of the classification system, pupils will be shown the order and then pupils will need to come up with their own mnemonic to help them remember this order. Pupils will then be introduced to the binomial naming system and the importance of this system, which they should be able to recount. The next activity involves pupils walking around the room, reading posters and they will need to use this information to complete a worksheet answering questions about the different kingdoms of the classification system. Once this is complete pupils can self or peer assess their work using the answers provided within the PowerPoint presentation Pupils will then complete an exam-style question on the topic of classification. This can then be self-assessed using the mark scheme provided. The plenary is for pupils to complete an exit card to demonstrate what they have learnt during the lesson, this can be handed in at the end of the lesson to the teacher to check student understanding. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson pack for year 4, linking to the topic living things and habitats, explains how to group objects using observational skills. Pupils will create their own dichotomous classification chart. This pack includes: A differentiated lesson plan. A PowerPoint presentation explaining how to create a dichotomous chart. A perfoma to help some children. Simple to resource! The items you will need:

Cards that can be used in a classification activity. For BTEC in Applied Science: Biology.

Set of posters: text about the different groups of animals from the Amazon Rainforest including mammals, reptiles, birds, fish, amphibians and insects. Can be displayed on big screen to introduce topic. For more useful activities, please check my other Amazon Rainforest Animals resources in my shop Marie’s Teaching Resources. For updates go to my Facebook page – Marie’s Teaching Resources Thanks for looking :)

5 lessons on Living Things and their Habitats (new curriculum unit for year 6)

This classification lesson is based around an expedition to the coral reef. Students learn about classification through practical sorting activities and then apply their knowledge to the amazing animals on the coral reef and some of the oddities that are found there. What is a coral? Is a dolphin more closely related to a shark or a cow? More able students can also develop their own classification key. This full lesson contains: Slideshow 8: The Indian Ocean and classification with Sheena Talma Lesson Overview and Teacher Guidance Activity Overview: Sorting objects practical Student Sheet 8a: Classifying coral life Student Sheet 8b: Making a key Student Sheet 8c: Classification card sort Student Sheet 8d: Coral life fact sheet It forms Lesson 8 of 12 from the Our Ocean Planet resource, which is designed to support Key Stage 2 teachers to teach all aspects of the ocean. It can be used as a full topic with over 20 hours of classroom activities or using a pick and mix approach. All lessons and resources are available from Encounter Edu’s TES profile.

In this first lesson pupils should be taught to: • Recognise that living things can be grouped in a variety of ways • Use a keys, tables and diagrams to help group animals • Identify and name a variety of living things from their local and wider environment The following summary is based on notes and guidance from the National Curriculum. The pupils will be classifying living things and presenting data in a variety of ways to help in answering questions, discussing their findings with peers and the staff. Instead of using written methods, discussion could also be assessed whilst the students complete the grouping of invertebrate and vertebrate table to gain an understanding of their knowledge. A snowball activity could be used where one pupil remains by their work and the other moves around the room. The student that stays can discuss why they have placed each animal either in the vertebrate column or the invertebrate column. The pupils have the opportunity to group and classifying invertebrate species by observing and recording the features of a range of invertebrate species. I like to take the students to an area on the school grounds where they can collect and observe living organisms. The students can use pooters to prevent harm to the organisms and use small containers with holes to collect them for their observations in the classroom. Magnifying glasses are another good resource to use, so the students can observe the organisms in more detail. They can complete the garden detectives sheet and the fact files sheet during the investigation or when they return to the classroom. The students can also be given the chance to work independently by finding out more facts using secondary sources of information which have been provided. The resources can be used as a stimulus to talk about criteria for grouping, sorting and classifying. They should begin to look for naturally occurring patterns and relationships between animals that share similar features. Pupils should explore possible ways of grouping a wide selection of vertebrate species using the classification key. The Venn diagrams are a resource to assess the pupils knowledge and for them to record the similarities and differences between different invertebrate groups. There is one for a summary that gets the students to compare invertebrates and vertebrates. The activities have been specifically designed to provide the scaffolding needed for pupils to discover invertebrate groups such as snails, slugs, worms, spiders and insects The students will record their findings using simple scientific language and by completing keys and tables.